il qcer e le interazioni online: quali tecnologie …...la comunicazione online è sempre mediata da...
TRANSCRIPT
Il QCER e le interazioni online: quali tecnologie educative?
Seminario di Formazione
“Innovare la didattica delle lingue
con i nuovi descrittori del QCER ”
Attilio Galimberti – IIS GreppiMonticello Brianza, 20 maggio 2019
1
Il QCER e l’interazione online
https://rm.coe.int/cefr-companion-volume-with-new-descriptors-
2018/1680787989
Sintesi delle novità
Dalle quattro abilità (listening, speaking,
reading and writing)…
- …a quattro modalità comunicative
(reception, production, interaction,
mediation)
Nuove aree e nuovi descrittori
- Interazione online
- Mediazione
- Competenza plurilingue e pluriculturale
2
Usare le telecomunicazioni
Si riferisce all’uso del telefono e di app per la comunicazione audio e video tramite Internet.
Le operazioni comunicative si possono declinare in:
► scambio di messaggi, conversazioni, informazioni e transazioni a scopo personale o professionale
► interlocutori: persone conosciute o non conosciute, con accenti diversi
► lunghezza degli scambi comunicativi: da brevimessaggi a lunghe conversazioni
Using Telecommunications (p. 92)
► Can use telecommunications with his/her friends to exchange simple news, make plans, and arrange to meet
► Can, given repetition and clarifications, participate in a short, simple phone conversation with a known person on a predictable topic, e.g. arrival times, arrangements to meet
► Can understand a simple phone message (e.g. ‘My flight is late. I will arrive at ten o'clock.’), confirm details of the message and pass it on by phone to other people concerned.
Descrittori a livello A2
► Can use telecommunications for everyday personal or professional purposes provided he/she can ask for clarification from time to time
► Can give important details over the phone concerning an unexpected incident (e.g. a problem in a hotel, with travel arrangements, with a hire car)
► Can use telecommunications to have relatively simple but extended conversations with people he/she knows personally
► Can use telecommunications for routine messages (e.g. arrangements for a meeting) and to obtain basic services (e.g. book a hotel room or make a medical appointment).
Descrittori a livello B1
► Can use telecommunications for a variety of personal and professional purposes, provided he/she can ask for clarification if the accent or terminology is unfamiliar
► Can participate in extended casual conversation over the phone with a known person on a variety of topics.
Descrittori a livello B2
3
Interazioni, conversazioni e
discussioni online
La comunicazione online è sempre mediata da unamacchina. L’interazione è quindi diversa da quella in presenza.
Le risorse disponibili online per la comunicazionesincrona e asincrona possono essere causa di fraintendimenti che non possono essere individuati e corretti immediatamente, come avviene nellacomunicazione in presenza.
1. Interazioni online (p. 96)
Prerequisiti per una comunicazione efficace online sono:
► la necessità di ripetere il messaggio comunicativo
► la necessità di controllare l’esatta comprensione del messaggio
► la capacità di riformulazione del messaggio per sostenere la comprensione e ridurre i fraintendmenti
► la capacità di gestire le reazioni emotive.
Interazioni online
Si concretizzano come un fenomeno multimodale, che sifocalizza su come gli interlocutori comunicano online per gestire sia tematiche di un certo rilievo sia semplicimessaggi sociali e culturali in un processo comunicativoaperto.
Le operazioni comunicative si possono declinare in:
► esempi di interazione in tempo reale e di interazioneasincrona
► partecipazione in interazioni di una certa rilevanza con uno o più interlocutori
2. Conversazioni e discussioni online
► scrivere dei post in risposta ad altri
► commentare dei post di altri
► rispondere o commentare messaggi provenienti da file multimediali incorporati nel messaggio
► saper includere simboli, immagini e altri codici perriuscire a veicolare intonazione, ritmo e accento del linguaggio parlato, come anche aspetti emotivi e affettivi quali l’ironia.
2. Conversazioni e discussioni online
La progressione linguistica dai livelli più bassi a quelli piùalti si caratterizza in:
► semplici scambi comunicativi personali e sociali (a livello A2)
► interazioni in tempo reale, anche di gruppo, a livelloB1/B1+
► attiva partecipazione a discussioni e argomentazioni a livello B2, anche in un thread
► interazioni professionali più impegnative a livellolinguistico C, con la capacità di risolvere fraintendimenti, utilizzare registri linguistici appropriati anche quando si devono fare osservazioni critiche con una certa diplomazia.
Conversazioni e discussioni online
La progressione linguistica negli ambienti virtuali (un ‘caffè’, una classe, una meeting room, ecc.) si estenderàsu diversi livelli:
► in modo molto superficiale, per postare semplicimessaggi, a livello A1
► se opportunamente guidati, a livello A2
► con una certa dimestichezza, ai livelli B1 e B2
► con la capacità di scegliere registri linguistici appropriati a livello C
Conversazioni e discussioni online
► Can introduce him/herself and manage simple exchanges online, asking and answering questions and exchanging ideas on predictable everyday topics, provided enough time is allowed to formulate responses, and that he/she interacts with one interlocutor at a time
► Can make short descriptive online postings about everyday matters, social activities and feelings, with simple key details
► Can comment on other people’s online postings, provided that they are written in simple language, reacting to embedded media by expressing feelings of surprise, interest and indifference in a simple way.
Descrittori a livello A2
► Can engage in real time exchanges with more than one participant, recognising the communicative intentions of each contributor, but may not understand details or implications without further explanation
► Can post online accounts of social events, experiences and activities referring to embedded links and media and sharing personal feelings
► Can post a comprehensible contribution in an online discussion on a familiar topic of interest, provided that he/she can prepare the text beforehand and use online tools to fill gaps in language and check accuracy
► Can make personal online postings about experiences, feelings and events and respond individually to the comments of others in some detail, though lexical limitations sometimes cause repetition and inappropriate formulation.
Descrittori a livello B1
► Can engage in online exchanges, linking his/her contributions to previous ones in the thread, understanding cultural implications and reacting appropriately
► Can participate actively in an online discussion, stating and responding to opinions on topics of interest at some length, provided contributors avoid unusual or complex language and allow time for responses
► Can engage in online exchanges between several participants, effectively linking his/her contributions to previous ones in the thread, provided a moderator helps manage the discussion
► Can recognise misunderstandings and disagreements that arise in an online interaction and can deal with them, provided that the interlocutor(s) are willing to cooperate.
Descrittori a livello B2
Q1
Quali attività si possono realizzare
in classe?Idee da scrivere qui: https://bit.ly/2qwBZ7Q
Written and online interaction (A1)
► I can post short, simple greetings as statements aboutwhat I did and how I liked it, and can respond to comments in a very simple way.
► I can react simply to other posts, images and media.
► I can complete a very simple purchase, filling in forms with personal details.
Attività ipotizzabili consultando la griglia di
autovalutazione (con interazione orale e
mediazione) - Appendice 2 (p. 167)
Written and online interaction (A2)
► I can engage in basic social interaction, expressing how I feel, what I am doing or what I need, and responding to comments with thanks, apology or answers to questions
► I can complete simple transactions such as orderinggoods, can follow simple instructions and can collaborate in a shared task with a supportive interlocutor.
Appendice 2 (p. 167)
Written and online interaction (B1)
► I can interact about experiences, events,impressions and feelings provided that I can preparebeforehand
► I can ask for or give simple clarifications and can respond to comments and questions in some detail
► I can interact with a group working on a project, provided there are visual aids such as images, statistics and graphs to clarify more complex concepts.
Appendice 2 (p. 167)
Written and online interaction (B2)
► I can interact with several people, linking mycontributions to theirs and handling misunderstandingsor disagreements, provided the others avoid complexlanguage, allow me time and are generally cooperative
► I can highlight the significance of facts, events andexperiences, justify ideas and support collaboration.
Appendice 2 (p. 167)
4
Transazioni online mirate al
raggiungimento di obiettivi specifici
Si basano sulla natura potenzialmente collaborativa dell’interazione orale e delle transazioni mirate al raggiungimento di obiettivi specifici, che caratterizzano la vita contemporanea.
In tali transazioni non è applicabile una rigida separazione tra lo scritto e l’orale, in cui la multimodalità è una caratteristica e risorsa precipua.
I descrittori pertanto attengono a diversi strumenti e media online, relativi a uno specifico contesto comunicativo.
Transazioni online (p. 98)
Le operazioni comunicative si possono declinare in:
► acquisti di merci e servizi online
► partecipazione a transazioni per la negoziazione di specifiche condizioni, nella richiesta di servizi e nel ruolodi clienti
► partecipazione a un project work collaborativo
► saper gestire problemi di comunicazione.
Transazioni online
La progressione linguistica si estenderà su diversi livelli, partendo da semplici transazioni e scambi comunicativi a livello A fino alla partecipazione attiva a progetti collaborativi più sofisticati, orientati al raggiungimento di obiettivi specifici, a livello C.
Le competenze linguistiche a livello A richiedono una partecipazione esecutiva passiva e a livello B una partecipazione attiva in ruoli sempre più collaborativi.
Transazioni online
Esempi:
► compilare semplici moduli online a livello pre-A1
► realizzare semplici task collaborativi guidati da un interlocutore, a livello A2+
► contribuire a risolvere problemi in una transazione a livello B1 e B2
► coordinare un project work online a livello C
Transazioni online
► Can complete a very simple online purchase or application, providing basic personal information (such as name, e-mail address or telephone number). A1
► Can use formulaic language to respond to routine problems arising in online transactions (e.g. concerning availability of models and special offers, delivery dates, addresses, etc.) A2
► Can interact online with a supportive partner in a simple collaborative task, responding to basic instructions and seeking clarification, provided there are some visual aids such as images, statistics, or graphs to clarify the concepts involved. A2
Descrittori a livello A1 e A2
► Can make simple online transactions (such as ordering goods or enrolling on a course) by filling in an online form or questionnaire, providing personal details and confirming acceptance of terms and conditions, declining extra services, etc.
► Can ask basic questions about the availability of a product or feature
► Can respond to simple instructions and ask simple questions in order to accomplish a shared task online with the help of a supportive interlocutor
Descrittori a livello A2
► Can engage in online transactions that require an extended exchange of information, provided the interlocutor(s) avoid complex language and are willingto repeat and reformulate when necessary
► Can interact online with a group that is working on a project, following straightforward instructions, seeking clarification and helping to accomplish the shared tasks
► Can engage in online collaborative or transactional exchanges that require simple clarification or explanation of relevant details, such as registering for a course, tour, event or applying for membership
Descrittori a livello B1
► Can interact online with a partner or small group working on a project, provided there are visual aids such as images, statistics and graphs to clarify more complex concepts
► Can respond to instructions and ask questions or request clarifications in order to accomplish a shared task online.
Descrittori a livello B1
► Can take a lead role in online collaborative work within his/her area(s) of expertise, keeping the group on task by reminding them of roles, responsibilities and deadlines in order to achieve established goals
► Can engage in online collaborative or transactional exchanges within his/her area(s) of expertise that require negotiation of conditions and explanation of complicated details and special requirements
► Can deal with misunderstandings and unexpected problems that arise in online collaborative or transactional exchanges by responding politely and appropriately in order to help resolve the issue
► Can collaborate online with a group that is working on a project, justifying proposals, seeking clarification and playinga supportive role in order to accomplish shared tasks.
Descrittori a livello B2
5
Proposte di attività di
interazione online dal QCER
Examples of use in different domains for descriptors of online interaction and mediation activities
Appendice 6 (p. 185)
ONLINE INTERACTION
ONLINE CONVERSATION
AND DISCUSSION
SITUATION & ROLES
LEVEL DESCRIPTORS PERSONAL PUBLIC OCCUPATIONAL EDUCATIONAL
Examples of use in different domains for descriptors of online interaction and mediation activities (A1 level)
Appendice 6 (p. 185)
ONLINE INTERACTION
SITUATION & ROLES - PERSONAL
A1 DESCRIPTOR ACTIVITY
Can write very simple messages
and personal online postings as a
series of very short sentences about
hobbies, likes/dislikes, etc., relying
on the aid of a translation tool.
making contact online with
remote friends and / or family -
also as a possible language
classroom simulation
Examples of use in different domains for descriptors of online interaction and mediation activities (A1 level)
Appendice 6 (p. 185)
ONLINE INTERACTION
SITUATION & ROLES - PUBLIC
A1 DESCRIPTOR ACTIVITY
Can write very simple messages
and personal online postings as a
series of very short sentences about
hobbies, likes/dislikes, etc., relying
on the aid of a translation tool.
public postings to a
festival/event website - also as
a possible language classroom
simulation
Examples of use in different domains for descriptors of online interaction and mediation activities (A1 level)
Appendice 6 (p. 185)
ONLINE INTERACTION
SITUATION & ROLES - EDUCATIONAL
A1 DESCRIPTOR ACTIVITY
Can write very simple messages
and personal online postings as a
series of very short sentences about
hobbies, likes/dislikes, etc., relying
on the aid of a translation tool.
in a Q&A section of a school
learning platform - also as a
possible language classroom
simulation
Examples of use in different domains for descriptors of online interaction and mediation activities (B1 level)
3
Appendice 6 (p. 185)
ONLINE INTERACTION
SITUATION & ROLES - PUBLIC
B1 DESCRIPTOR ACTIVITY
Can make personal online postings
about experiences, feelings and
events and respond individually to
the comments of others in some
detail, though lexical limitations
sometimes cause repetition and
difficulty with formulation.
as a forum contributor to an
events website connected to a
public / cultural festival
Examples of use in different domains for descriptors of online interaction and mediation activities (B1 level)
Appendice 6 (p. 185)
ONLINE INTERACTION
SITUATION & ROLES - EDUCATIONAL
B1 DESCRIPTOR ACTIVITY
Can make personal online postings
about experiences, feelings and
events and respond individually to
the comments of others in some
detail, though lexical limitations
sometimes cause repetition and
difficulty with formulation.
in an online forum for students
studying the same subjects
Examples of use in different domains for descriptors of online interaction and mediation activities (B2 level)
Appendice 6 (p. 185)
ONLINE INTERACTION
SITUATION & ROLES - PERSONAL
B2 DESCRIPTOR ACTIVITY
Can participate actively in an
online discussion, stating and
responding to opinions on topics of
interest at some length, provided
contributors avoid unusual or
complex language and allow time
for responses.
in a critical discussion of arts or
music with friends online
Examples of use in different domains for descriptors of online interaction and mediation activities (B2 level)
Appendice 6 (p. 185)
ONLINE INTERACTION
SITUATION & ROLES - OCCUPATIONAL
B2 DESCRIPTOR ACTIVITY
Can participate actively in an
online discussion, stating and
responding to opinions on topics of
interest at some length, provided
contributors avoid unusual or
complex language and allow time
for responses.
during a staff committee
meeting held online to discuss
working conditions, or as a
participant in an online focus
group meeting
Examples of use in different domains for descriptors of online interaction and mediation activities (B2 level)
Appendice 6 (p. 185)
ONLINE INTERACTION
SITUATION & ROLES - OCCUPATIONAL
B2 DESCRIPTOR ACTIVITY
Can recognise misunderstandings
and disagreements that arise in an
online interaction and can deal
with them, provided that the
interlocutor(s) are willing to
cooperate.
in inter-departmental chat in a
large corporation
Q2
Come organizzare attività
didattiche per favorire
l’interazione online?
6
Reperire risorse, strumenti e mezzi
per favorire l’interazione online
► le attività per l’interazione online nonpossono essere artificiali
► il “corso di lingua” non basta
► è necessario fare “entrare in classe” ilparlante reale
► occorre introdurre momenti diapprendimento “non-formali” dellalingua (imparare «oltre le quattro mura»)
Come favorire l’interazione online
► uscire dall’isolamento didattico, instau-rando contatti con docenti di altri Paesi europei
► acquisire competenze di base per l’usodelle ICT per docenti di lingue
► implementare progetti di ‘tandemlinguistici’
► favorire occasioni individuali di uso dellalingua, mediante app e siti appositi
Come favorire l’interazione online
Aprirsi verso chi si occupa di lingue in Europa
► Ente del Consiglio d’Europa a Graz, che si occupa di tematiche plurilinguistiche e multiculturali
► Promuove la “Giornata Europea delle Lingue” (26 settembre)
► Favorisce progetti per lo sviluppo di ambienti di appren-dimento linguistico (vedi progetto EOL: http://eol.ecml.at/ )
► sostiene la cooperazione tra le associazioni di docenti di lingue di tutta Europa (cliccare QUI per l’elenco)
► Stimola all’uso delle tecnologie educative per docenti di lingue (ICT –REV http://ict-rev.ecml.at/ )
Centro Europeo di Lingue
Moderne - ECML (www.ecml.at )
Giornata Europea delle Lingue
Progetto EOL – matrici linguistiche
3
Associazioni di docenti di lingue in Europa
Selezionare le ICT più appropriate per interagire online
Investire sull’autoformazione nelle ICT per docenti di lingue
http://www.ict4lt.org/en/index.htm
Implementare progetti di ‘tandem linguistici’
Tandem linguistici in università
www.esnpolimi.it/site/tandem-project
Tandem linguistici con app per scambi one-to-one o in
gruppo https://hellotalk.com/
Tandem linguistici con app per scambi one-to-one o in
gruppo https://hellotalk.com/
Imparare/praticare le lingue in gruppi di apprendimento
https://www.duolingo.com/
Voice chat per scambi linguistici
https://www.mylanguageexchange.com/VoiceChat.asp
Skype in classehttps://education.microsoft.com/skype-in-the-classroom/overview
Skype in classehttps://education.microsoft.com/skype-in-the-classroom/overview
Mystery Skypehttps://education.microsoft.com/skype-in-the-classroom/mystery-skype
Gestire interazioni online su semplici piattaforme
educative
www.edmodo.com https://it.padlet.com
https://flipgrid.com/
FLIPGRID
Trovare classi per progetti e penpals
https://www.etwinning.net/it/pub/index.htm
Trovare classi per progetti e penpals
https://www.englishclub.com/tefl/viewforum.php?f=1
Trovare classi per progetti e penpals
https://schoolsonline.britishcouncil.org/partner-school
Trovare classi per progetti e penpals
https://schoolsonline.britishcouncil.org/search-schools
Fare progetti con altre scuole nel mondohttp://www.epals.com/#/connections
…dopo aver messo in contatto le proprie classi
http://www.epals.com/#/findPenPalsPage
Partecipare a progetti online
http://www.globalschoolnet.org/gsnpr/
7
Conclusioni
Q3
Perché introdurre attività di
interazione online nelle classi?
Per evitare la noia…
Per impegnare gli studenti in «attività» più
motivanti…
Affinché la routine non crei «effetti collaterali» …
Per creare contatti efficaci dentro e fuori la scuola
…e per essere tutti più «vincenti»!
Grazie per la (paziente) attenzione!
Attilio Galimberti – IIS GreppiMonticello Brianza, 20 maggio 2019